B) 非选择题：阅读下列材料，然后按要求完成所给出的题目。(Read the following three passages. Each passage is followed by several questions. Respond to the questions according to the passage.)
A
Billy: I am usually very hungry by 5:30 when school is over, so I go to the nearest food shop to buy some snacks. Then I go home and do my homework. Because the workload is very heavy, I need four or even five hours to finish it. On weekends, I usually go walking in the park. There is a small mountain in the park and I often do some climbing there. That's on Sunday, but on Saturday I have to spend the day at school.
Grace: I like walking, too. I prefer going to one of the islands on weekends. During the week, like Billy, I need to deal with my lessons. But on Tuesdays I always go swimming at the local indoor pool after school. After that, I meet some friends in TV games center in Star Club. We girls like playing games as much as the boys. I go to the Internet bar to chat with some net friends on Sunday evening. I find it fantastic.
Jenny: I never go to these centers or clubs. Nearly every day I go home on time. I never chat with strangers on the Internet. I never have time for sports. I seldom watch TV at home. The only two things I do at home are studying and sleeping. After a day's work, I always feel tired. One thing I almost forget is that on Sunday evening I go to a restaurant with my parents. In a word, my life is dull and uninteresting.
Questions 51—55：Please fill in the blanks with no more than five words in each blank.
第二节语法填空(共10小题；每小题l 5分．满分l5分)
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空，并将答案填写在答题卡标号为16—25的相应位置上。
Ms. Mary was over eighty, but she still drove her old car like half her age. She loved driving very fast, and boasted of the fact 16. she had never, in her thirty-five years of driving, been punished 17. a driving mistake.
Then one day, she nearly lost her record. A police car followed her, and the policemen in it saw her pass a red light without 18. (stop).
When Ms. Mary came before the judge, he looked at her severely and said that she was too old to drive a car, and that the reason 19. she had not stopped at red light was most probably that her eyes had become weak 20 old age, so that she had simply not seen it.
When the judge had finished 21. he was saying, Ms. Mary opened the big handbag she was carrying and took out her sewing. Without saying a word, she 22. (choose) a needle with a very small eye, and threaded it at the first time.
When she had 23 (success) done this, she took the thread out of the needle again and handed both the needle and thread to the judge, saying, “Now it is your turn. I suppose you can drive a car well, and you have no doubts 24. your eyesight.”
The judge took the needle and tried to thread it. After half a dozen times, he had still not succeeded. The case against Ms. Mary 25. (dismiss), and her record remained unbroken.
What is time? Is it a thing to be saved or spent or wasted, like money? Or is it something we have no control over, like the weather? Is it the same all over the world? That’s an easy question, you say. Wherever you go, a minute is 60 seconds, an hour is 60 minutes, a day is 24 hours, and so forth. Well, maybe. But in America, time is more than that. Americans see time as a valuable resource. Maybe that’s why they are fond of the expression, “Time is money.”
Because Americans believe time is a limited resource, they try to keep and manage it. People in the US often attend conferences or read books on time management. It seems they all want to organize their time better. Professionals carry around pocket planners(计划书) — some in electronic form — to keep track of appointments and deadlines. People do all they can to press more life out of their time.
To Americans, punctuality is a way of showing respect for other people’s time. Being more than 10 minutes late to an appointment usually calls for an apology, and maybe an explanation. People who are running late often call ahead to let others know of the delay. Of course, the less formal the situation, the less important it is to be exactly on time. At informal get-togethers, for example, people often arrive as much as 30 minutes past the appointed time. But they usually don’t try that at work.
American lifestyles show how much people respect the time of others. When people plan an event, they often set time days or weeks in advance. Once the time is fixed, it takes almost an emergency to change it. If people want to come to your house for a friendly visit, they will usually call first to make sure it is convenient. Only very close friends will just “drop by” unannounced. Also, people hesitate to call others late at night for fear they might be in bed. The time may vary, but most folks think twice about calling after 10:00 pm.
Even Americans would admit that no one can master time. Time, like money, slips all too easily through our finger. And time, like the weather, is very hard to predict. However, time is one of life’s most precious gifts.The main idea of the passage is _______.
| A．time is money | B．different attitude toward time in the world |
| C．how to save time | D．how Americans treat time |
In the fourth paragraph, the writer mainly tells us that _________.
| A．Americans respect others’ time in daily life |
| B．Americans seldom call after 10:00 |
| C．Americans inform before paying a visit to their friends |
| D．when planning an event, Americans usually fix time ahead of time |
The underlined phrase “think twice” (in Paragraph 4) probably means “_______ “.
| A．think for a second time | B．be careful |
| C．be afraid | D．pay attention |
It can be inferred from the passage that ________.
| A．Americans like time better than anything else |
| B．generally speaking, Americans respect their time |
| C．on the whole, Americans treasure their time |
| D．Americans consider their time is difficult to master and predict |
Many Americans are turning to Japan, they think, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one survey, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese preschools do not teach reading, writing, and mathematics, but rather skills such as determination, concentration, and the ability to work as a member of a group. The huge majority of young Japanese children are taught to read at home by their parents.
Like in America, there is diversity (多样性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated（一流的） schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing (智能化) in some Japanese kindergartens.We learn from the first paragraph that many Americans believe .
| A．Japanese parents are more involved in preschool education than American parents |
| B．Japan’s economic success is a result of its scientific achievements |
| C．Japanese preschool education emphasizes academic instruction |
| D．Japan’s higher education is superior to theirs |
In Japan’s preschool education, the focus is on .
| A．preparing children academically | B．developing children’s artistic interests |
| C．developing children’s potential | D．shaping children’s character |
Why do some Japanese parents send their children to university-based kindergartens?
| A．They can do better in their future studies. |
| B．They can make more group experience grow there. |
| C．They can be self-centered when they grow up. |
| D．They can have better chances of getting a first-rate education. |
Free play has been introduced in some Japanese kindergartens in order to .
| A．broaden children’s knowledge | B．train children’s creativity |
| C．lighten children’s study load | D．enrich children’s experience |
I had an experience some years ago, which taught me something about the ways in which people make a bad situation worse by blaming themselves. One January, I had to hold two funerals on successive days for two elderly women in my community. Both had died “full of years”, as the Bible would say. Their homes happened to be near each other, so I paid condolence (吊唁) calls on the two families on the same afternoon.
At the first home, the son of the deceased (已故的) woman said to me, “If only I had sent my mother to Florida and gotten her out of this cold and snow , she would be alive today. It’s my fault that she died.” At the second home, the son of the other deceased woman said, “If only I hadn’t insisted on my mother’s going to Florida, she would be alive today. That long airplane ride, the sudden change of climate, was more than she could take. It’s my fault that she’s dead.”
You see that any time there is a death, the survivors will feel guilty. Because the course of action they took turned out badly, they believe that the opposite course — keeping Mother at home, putting off the operation — would have turned out better. After all, how could it have turned out any worse?
There seem to be two elements involved in our willingness to feel guilty. The first is our pressing need to believe that the world makes sense, that there is a cause for every effect and a reason for everything that happens. That leads us to find patterns and connections both where they really exist and where they exist only in our minds.
The second element is the view that we are the cause of what happens, especially the bad things that happen. It seems to be a short step from believing that every event has a cause to believing that every disaster is our fault. The roots of this feeling may lie in our childhood.
A baby comes to think that the world exists to meet his needs, and that he makes everything happen in it. He wakes up in the morning and summons the rest of the world to its tasks. He cries, and someone comes to attend to him. When he is hungry, people feed him, and when he is wet, people change him. Very often, we do not completely outgrow that childish view that our wishes cause things to happen.The author had to hold the two women’s funerals probably because .
| A．he wanted to comfort the two families | B．he was an official from the community |
| C．he had great pity for the deceased | D．he was priest of the local church |
People feel guilty for the deaths of their loved ones because .
| A．they couldn’t find a better way to express their sorrow |
| B．they believe that they were responsible |
| C．they had neglected the natural course of events |
| D．they didn’t know things often turn out in the opposite direction |
According to the passage, the underlined part in paragraph 4 probably means that .
| A．everything in the world is predetermined |
| B．the world can be interpreted in different ways |
| C．there’s an explanation for everything in the world |
| D．we have to be sensible in order to understand the world |
What’s the main idea of the passage?
| A．Life and death is an unsolved mystery. |
| B．Every story should have a happy ending. |
| C．Never feel guilty all the time because not every disaster is our fault. |
| D．In general, the survivors will feel guilty about the people who passed away . |
Domestic (驯养的) horses now pull ploughs, race in the Kentucky Derby, and carry police. But early horses weren’t tame (驯服的) enough to perform these kinds of tasks. Scientists think the first interactions humans had with horses were far different from those today.
Thousands of years ago, people killed the wild horses that lived around them for food. Over time, people began to catch the animals and raise them. This was the first step in domestication.
As people began to tame and ride horses, they chose to keep those animals that had more desirable characteristics. For example, people may have chosen to keep horses that had a gentle personality so they could be ridden more easily. People who used horses to pull heavy loads would have chosen to keep stronger animals. Characteristics like strength are partly controlled by the animals’ genes. So as the domesticated horses reproduced, they passed the characteristics on to their young. Each new generation of horses would show more of these chosen characteristics.
Modern-day horse breeds（种类） come in a wide variety of shapes and sizes. This variety didn’t exist in the horse population before domestication. The Shetland horse is one of the smallest breeds— typically reaching only one meter tall. With short, strong legs, the animals were bred to pull coal out of mine shafts (矿井) with low ceilings. Huge horses like the Clydesdale came on the scene around 1700. People bred these heavy, tall horses to pull large vehicles used for carrying heavy loads.
The domestication of horses has had great effects on societies. For example, horses were important tools in the advancement of modern agriculture. Using them to pull ploughs and carry heavy loads allowed people to farm more efficiently. Before they were able to ride horses, humans had to cross land on foot. Riding horses allowed people to travel far greater distance in much less time. That encouraged populations living in different areas to interact with one another. The new form of rapid transportation helped cultures spread around the world.Before domestication horses were ______.
| A．caught for sports | B．hunted for food |
| C．made to pull ploughs | D．used to carry people |
The author uses the Shetland horse as an example to show ______.
| A．it is smaller than the Clydesdale horse |
| B．horses used to have gentle personalities |
| C．some horses have better shapes than others |
| D．horses were of less variety before domestication |
Horses contributed to the spread of culture by ______.
| A．carrying heavy loads | B．changing farming methods |
| C．serving as a means of transport | D．advancing agriculture in different areas |
The passage is mainly about _______.
| A．why humans domesticated horses |
| B．how humans and horses needed each other |
| C．why horses came in different shapes and sizes |
| D．how human societies and horses influenced each other |
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